Download complete project materials on Effects of Computer Simulation Instructional Packages on Teaching and Learning of Complex and Confusing Physics Concepts in Nigeria. A Case Study Of All Saints Secondary And Gracious Secondary Schools Kaduna, Kaduna State
TABLE OF CONTENTS
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Title Page
Certification
Dedication
Acknowledgements
Table of Contents
List of  Tables
List of Figures
Abstract
CHAPTER ONE: INTRODUCTION
1.1Â Â Â Background to the Study
1.2Â Â Â Statement of the Problem
1.3Â Â Â Research Questions
1.4Â Â Â Research Hypotheses
1.5Â Â Â Purpose of the Study/ Objectives of the Study
1.6Â Â Â Significance of the Study
1.7Â Â Â Delimitation of the Study
1.8Â Â Â Limitation of the Study
1.9Â Â Operational Definition of terms
CHAPTER TWO:
LITERATURE REVIEW
2.0Â Â Â Â Â Â Introduction
2.2Â Â Â Â Â Â Theoretical Framework
2.2.1Â Â Â How Does Constructivism Theory Differ From Traditional Approach About Teaching And Learning?
2.3Â Â Â Conceptual Framework.
2.3.1 Â Concept of Computer Simulation
2.3.2Â Computer Simulation in Physics Teaching
2.3.3Â Concept of Traditional Instruction Approach in Physics Teaching
2.3.4Â Pros and Cons of Traditional Teaching Methods
2.3.5  Traditional Instructional Approach and Computer Simulation Instructional Packages
2.3.6Â Cooperative Learning in Physics Teaching
2.4Â Â Â Â Empirical Evidence of the Study
2.5Â Â Â Â Students’ Difficulty with the Concept of Production and Propagation of Waves
2.6Â Â Â Â Literature Appraisal
CHAPTER THREE: METHODOLOGY
3.1Â Â Â Introduction.
3.2Â Â Â Research Design.
3.3Â Â Â Population of the Study.
3.4Â Â Â Sample and Sampling Techniques.
3.5Â Â Â Instrument
3.6Â Â Â Validity of the Instruments.
3.7Â Â Â Reliability of the Instruments.
3.8Â Â Administration of the Instruments.
3.9Â Â Method of Data Analysis.
 CHAPTER FOUR:Â
DATA ANALYSIS, INTERPRETATION AND
DISCUSSION OF FINDINGS
4.1Â Â Â Introduction
4.2Â Â Â Data Analysis
4.2.1 Analysis with Respect to Research Question One
4.2.2 Analysis with Respect to Research Question Two
4.2.3 Analysis with Respect to Research Question Three
4.3Â Â Â Discussion of the Findings
Â
CHAPTER FIVE:
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1Â Â Â Introduction
5.2Â Â Summary of the Findings
5.3Â Â Conclusion
5.4Â Â Recommendations
5.5Â Â Implication of the Study
5.6 Â Â Suggestions for Further Research
REFERENCESÂ
APPENDICESÂ
ABSTRACT
This study examined the effect of computer simulations instructional packages in the teaching and learning of complex and confusing physics concepts, like production and propagation of waves. Presently in Nigeria, learners find science subjects difficult and this may not be unconnected with the methods employed in the teaching. Teachers still retain the conservative approach by acting as repertoire of knowledge while learners remain as dormant recipients.
Literature had shown that the beneficial effects of Computer Assisted Instruction (CAI) that include motivation, transfer of knowledge, problem solving, and individualization of instruction are also inherent in simulation packages. The study is predicated on the theoretical framework of the Constructivist theory.
The computer-based simulation instructional package (PHET) for teaching physics concepts was examined using Pre-test and Post-test Experimental group design. Sixty eight SSII students from two secondary schools in Kaduna South LGA all saints secondary schools and gracious secondary schools made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught production and propagation of waves using PhET (Physics Educational Technology) simulation package and traditional method was used for the control group.
The SKPPWT (Student Knowledge of Production and Propagation of Waves) and SAPPWT (Students Achievement of Production and Propagation of Waves) were used as the pretest and posttest instruments respectively. The SKPPWT was used to assess the participants’ knowledge and difficulty with the concept of ‘Production and Propagation of Waves’ in order to have a baseline about all participants before the implementation of the interventions.
The SAPPWT was however, designed to measure participants’ achievement after the implementation of the interventions. The SKPPWT and SAPPWT were both 20 item paper and pencil tests, which were made up of three sections – A, B and C. The data collected were analyzed with the t-test statistics. Results revealed that the students taught production and propagation of waves with PhET simulation package performed better than the control group.
PhET was found also to be gender friendly. Based on the findings, it was recommended that physics teachers should used computer-based simulation for improving the students performance in physics education.
CHAPTER ONE
 INTRODUCTION
1.1Â Background to the Study
Experiential evidence, obtained through the work of the Researcher as a physics teacher and interaction with physics teachers at Senior Secondary School (SSS) level, suggests that most students perform poorly in physics because they have a difficulty with learning some physics concepts. This may be because physics is taught abstractly, making some of the concepts seems complex and confusing and therefore difficult for students.
Physics concepts which students have a difficulty with have been investigated by a number of researchers. Some teachers also find some physics concepts difficult to teach. The study by Omosewo (2007) also examined both content importance and difficulty as perceived by physics teachers.
She found out that most of the important but difficult concepts for the physics teachers were Pressure in Fluid; Determination of Relative Density of liquid in U-tube, frictional force between two stationary bodies and between two bodies in relative motion, production and propagation of waves Electromagnetic fields and Radioactivity are also difficult for teachers to teach Omosewo (2007).
Teachers who find some physics concepts difficult to teach may teach these concepts poorly. This may explain why students have a difficulty understanding some physics concepts.
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